York Campus Nursery

Inspection of York Campus Nursery York Campus Nursery, Kimberlow Lane, Heslington, York YO10 5AG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The setting welcomes and includes all children. Difference is celebrated as children learn about each other's home cultures with help from parents and staff. Staff support children's needs and language development effectively, working with parents and other professionals, such as speech therapists. Support for children with special educational needs and/or disabilities (SEND) is a strength of the setting. This inclusive practice and the ambitious curriculum ensures that all children make good progress. Staff find out what children like and can do as they start at the setting. They use this and on-going assessments to ensure activities are well-matched to children's next steps in learning. This helps to ensure children are keen to join in activities and that they make continued progress.

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The provision is good

Staff are positive role models. They demonstrate respectful relationships and have high expectations of children's behaviour. As a result, children's behaviour is very good. Children learn to listen to each other and become kind friends. Parents report their children make great progress in their social skills. They say staff are very caring and their children enjoy their time at the setting. Staff prioritise children's well-being. They respond attentively to children's emotional needs. For example, they offer flexible transition arrangements for children starting the setting and as they move between rooms. This helps children feel safe, secure and confident.

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need to do better?

n Staff prioritise children's communication and language development. They assess children's speech and plan for their next steps. Staff work with parents to find out important words in children's first languages to help them feel secure in the setting. Staff teach new words to children throughout the curriculum. This ensures that all children make good progress in their speaking and listening skills. n Children develop their motor skills effectively. For example, babies climb in and out of the sand tray as they master their physical skills, with sensitive support from staff. Children enjoy scooping and pouring, as they gain control and develop hand-eye coordination. Older children balance on scooters, negotiate spaces and learn to control speed. Children use pencils and crayons to develop their hand control and dexterity. These experiences support all children to develop physically and build strength, control and coordination.

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need to do better?

n Staff provide lots of opportunities for children to make choices and become independent. For example, older children pour their own drinks at snack time. Staff encourage children to explore, make decisions and develop their thinking. For example, they choose what to build and how, using large construction outdoors. Staff promote their thinking by asking open questions, allowing children thinking time and to try out their ideas. These support children's

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need to do better?

7 August 2025 independence, thinking and problem-solving skills. n Children enjoy healthy food and drinks at snack and mealtimes. Staff teach children about keeping their body healthy, for example, by brushing their teeth and being active. Staff plan to develop this further by continuing to develop the allotment. They aim to give children hands-on experience of growing food and help them learn where it comes from. These experiences help children to learn about making healthy choices. n The setting is a happy place for children and staff. Leaders are aware of staff workload. They ensure staff have time within the day to complete tasks, such as assessments. They encourage staff to take part in training and peer support to develop their teaching and children's learning. As a result, staff feel valued and supported. n Parents report that they receive daily communication from staff through an app and chats at the setting door. For example, they see photos of their children

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need to do better?

engaged in activities through the app. Some parents share experiences children have had at home on the app. However, some parents report they are not fully aware of their child's next steps in learning. Additionally, they state they are not provided with ideas of how to continue their child's learning at home. The inspector agrees that this results in missed opportunities for parents, for example, to extend children's learning at home. n Staff use digital technology with children when singing songs and sharing stories at times. They ensure programmes are safe and appropriate for children at the setting. However, they miss chances to talk with older children about internet safety and where to get help if they need it.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n improve communications with parents to ensure they know their child's next steps and how to support them at home n help children to learn about keeping safe online and where to get help if they need it.

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Setting details

Unique reference number 2769598 Local authority York Inspection number 10413833 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 94 Number of children on roll 109 Name of registered person University of York

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reference number

Telephone number 01904 323737 Date of previous inspection Not applicable

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Information about this early years setting

York Campus Nursery registered in 2023. The setting employs 37 members of childcare staff. Of these, 36 hold early years qualifications at level 3 and above, with eight members of staff holding qualifications at level 6. The setting opens Monday to Friday, from 8am to 6pm, all year round. The setting provides funded early education places for children.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of the setting and discussed the early years curriculum. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact it was having on children's learning. n The inspector and manager carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the setting.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

7 August 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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